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Race to the Future: Innovations in Gifted and Enrichment Education in Asia, and Implications for the United States
Ibata-Arens, Kathryn C. - In: Administrative Sciences 2 (2012) 1, pp. 1-25
How are Asian countries preparing children to have skills—including creativity, innovation, and technical capability … education policy and practice into a key component of national innovation strategies: human capital development. Asian countries … are developing an emphasis on innovation and creativity at all levels of education, while the United States continues (via …
Persistent link: https://www.econbiz.de/10009393784
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Race to the future: Innovations in gifted and enrichment education in Asia, and implications for the United States
Ibata-Arens, Kathryn C. - In: Administrative Sciences 2 (2012) 1, pp. 1-25
How are Asian countries preparing children to have skills-including creativity, innovation, and technical capability … education policy and practice into a key component of national innovation strategies: human capital development. Asian countries … are developing an emphasis on innovation and creativity at all levels of education, while the United States continues (via …
Persistent link: https://www.econbiz.de/10012611836
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Race to the future : innovations in gifted and enrichment education in Asia, and implications for the United States
Ibata-Arens, Kathryn C. - In: Administrative Sciences : open access journal 2 (2012) 1, pp. 1-25
How are Asian countries preparing children to have skills-including creativity, innovation, and technical capability … education policy and practice into a key component of national innovation strategies: human capital development. Asian countries … are developing an emphasis on innovation and creativity at all levels of education, while the United States continues (via …
Persistent link: https://www.econbiz.de/10012011951
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Explaining Educational Attainment across Countries and over Time
Restuccia, Diego; Vandenbroucke, Guillaume - University of Toronto, Department of Economics - 2013
Consider the following facts. In 1950 the richest ten-percent of countries attained an average of 8 years of schooling whereas the poorest ten-percent of countries attained 1.3 years, a 6-fold difference. By 2005, the difference in schooling declined to 2-fold. The fact is that schooling has...
Persistent link: https://www.econbiz.de/10010850127
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Explaining Educational Attainment across Countries and over Time
Restuccia, Diego; Vandenbroucke, Guillaume - University of Toronto, Department of Economics - 2013
Consider the following facts. In 1950 the richest ten-percent of countries attained an average of 8.1 years of schooling whereas the poorest ten-percent of countries attained 1.3 years, a 6-fold difference. By 2005, the difference in schooling declined to 2-fold. The fact is that schooling has...
Persistent link: https://www.econbiz.de/10010850133
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Explaining Educational Attainment across Countries and over Time
Restuccia, Diego; Vandenbroucke, Guillaume - University of Toronto, Department of Economics - 2011
Consider the following facts. In 1950 the richest ten-percent of countries attained an average of 8.1 years of schooling whereas the poorest ten-percent of countries attained 1.3 years, a 6-fold difference. By 2005, the difference in schooling declined to 2-fold. The fact is that schooling has...
Persistent link: https://www.econbiz.de/10009147926